1. Planning Interprofessional Education:
A Case Study Using Two Pilot Courses
David L. Henzi, Ed.D.
Megan Llamas, MHA, RRT
Ricky Joseph, Ph.D., OTR
Fang-Ling Lu, Ph.D., CCC-SLP
Rocio Norman, Ph.D., CCC-SLP
Preparing for the 21st Century Workforce
TSAHP 41st Annual Conference
September 20-21, 2018
Texas Society of Allied Health Professionals (TSAHP)

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Agenda
How it started?
Development of Programs – Tracheotomy Care and Parkinson’s Disease
Planning for Outcome Measures

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SACS-COC
March 26-29, 2018

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Quality Enhancement Plan – LINC

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QEP – LINC

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QUIZ TIME
What are the four
Core IPEC Competencies?

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QEP – LINC

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Quality Enhancement Plan – LINC
LINC will bring the following to campus over a five-year period:
• An IPE Incubator, which will provide resources (such as mini-grants) and support to develop IPE
activities
• An IPE Symposium, which will sponsor events focused on interprofessional collaboration
• A database of IPE activities, which will allow faculty/staff to easily find potential collaborators
and publicize their own activities.
• Resources for IPE teaching and learning

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SHP Committees
Admissions Committee
Clinical Coordinator Committee
Curriculum Committee
Diversity Committee
Faculty Practice Committee
Interprofessional Education & Practice Committee
Marketing and Recruitment Committee
Program Review and Outcomes Assessment
Research Development Committee
Scholarships and Stipends
Teaching Excellence Committee

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SHP Presidents Council

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SHP Presidents Council

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Development of Programs
Tracheotomy Care
Parkinson’s Disease

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Development of Programs
How did the planning start?

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Development of Programs
Tracheotomy Care
Parkinson’s Disease

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Overall Goal

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Program Intersections

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Course Objectives

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Largest Challenge
This Photo by Unknown Author is licensed under CC BY-SA

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Necessary to Include
The planning and development of any IPE activity requires that the foundation of that course rest upon the Four IPEC Competencies:
Values & Ethics: that are patient centered with a community/population orientation, grounded in a sense of shared purpose to support the common good in health care, and reflect a shared commitment to creating safer, more efficient, and more effective systems of care.
Roles and Responsibilities: should be highlighted so that students gain an understanding of how professional roles and responsibilities complement each other in patient-centered and community/population oriented care.
Interprofessional Communication helps professionals prepare for collaborative practice and communicating a readiness to work together initiates effective interprofessional collaboration.
Teams and Teamwork: Learning to be interprofessional means learning to be a good team player. Learning to work in teams entails becoming a part of a small and complex system that is organized to share the care of a person or a population. Involvement as a team member is based on the value of the professional expertise added that can contribute to the outcomes of care in specific situations.

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Development of Programs
On-line
Overview of IPE and IPC
What is Tracheotomy Care?
What is Parkinson's Disease?
Base knowledge of OT, RC and SLP professions
In-person
Case Study with Assistance
Case Study without Assistance
Based on this foundation the interprofessional faculty team met and identified the need to develop both an On-line and In-Person component of the IPE learning opportunity. This would help students gain the foundational knowledge of why IPE, how does it gender IPC, and knowledge that forms the bases of an interdisciplinary approach to both Tracheotomy Care and Parkinson’s Disease.
This would also equip the student with the knowledge needed to be an equal team contributor during the in-person component of the course allowing them to actively participate and enjoy the IPE learning opportunity.

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Development of Programs
On-line (beginning January, 2019)
Overview of IPE and IPC
What is Tracheotomy Care?
What is Parkinson's Disease?
Base knowledge of OT, RC and SLP professions
CANCAS is the platform we will be using for the On-line component as students are both familiar and skilled in its use for lecture, audio-video content, and testing.

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Development of Programs
On-line (beginning January, 2019)
Overview of IPE and IPC
What is Tracheotomy Care?
What is Parkinson's Disease?
Base knowledge of OT, RC and SLP professions
HOW TO ASSESS ???
Canvas also offers readily available quizzing and testing tools that will be used to develop pre/post test to evaluated the students’ advancement in and retention of the knowledge about Tracheotomy Care and Parkinson’s disease, and of course how each member of the team brings knowledge, skills and abilities that will promote better outcomes for clients facing these conditions.

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Development of Programs
In-person (beginning March, 2019)
Faculty Guided Case Study
Student Led Case Study (one month later)
The in-person component contains two experiences for the students. The opportunity to observe an interprofession team of faculty addressing the needs of a client requiring Tracheotomy Care and a client facing limitations associated with Parkinson’s disease and a case scenario where interprofessional students collaborate in the planning and management of a client facing Tracheotomy care issues and a client facing health concerns and limitations secondary to Parkinson’s Disease. The two experiences in this component are spaced one month apart to enhance the excitement and fun of the experience, while not creating a bourdon on students who already have a demanding workload.

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Development of Programs
New Class Room Space
Both components will take place in our Academic Learning and Teaching Center, a classroom facility designed to host large groups of student in a collaborative atmosphere

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Faculty Guided Case Study
This space will allow the interprofessional faculty team to model interprofessional collaboration in the team management of clients with tracheotomy care issues and limitations imposed by Parkinson’s disease while being observed by a large number of students who will compose the interprofessional student teams during the case without assistance. Students will both observe the work of the interprofessional faculty team and be able to as questions concerning the process.

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Student Led Case Study
One month later this space will complement the collaborative work of students from all professions as they work to identify intervention and management strategies for the client with issues concerning both tracheotomy care and Parkinson’s disease. The work accomplished by each team will be presented by a member of the team and the experience will be assessed.

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IPE Scholarly Achievement on Transcript
We are currently looking at ways of providing scholarly recognition for students who participate and complete various levels of IPE training and someday being able to award certification in IPE education or graduating as an IPE scholar receiving either a “Scholar cord” or IPE Medallion.
Dr. Lu will complete this presentation as she discusses the methodology for measuring outcomes.

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Outcome Measures of IPE
Interprofessional Conceptual Model for Evaluating Outcomes

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Outcome Measures of IPE
Measures of Learning Outcomes
Barr H, Freeth D, Hammick M, Koppel I, Reeves S. (2000). Evaluations of Interprofessional Education – a United Kingdom Review for Health and Social Care. Fareham: UK Centre for the Advancement of Interprofessional Education.

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Outcome Measures of IPE
Measures of Learning Outcomes
Barr H, Freeth D, Hammick M, Koppel I, Reeves S. (2000). Evaluations of Interprofessional Education – a United Kingdom Review for Health and Social Care. Fareham: UK Centre for the Advancement of Interprofessional Education.

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Outcome Measures of IPE
Existing Instruments for Outcome Measures
IPE Outcomes Level
Instrument 1
Attitudes to Shared Learning (ASL) (Forman & Nyatanga)
KidSIM Attitudes Towards Teamwork in Training Undergoing Designed Educational Simulation (ATTITUDES) (Sigalet et al.) 2a
Interdisciplinary Education Perception Scale (IEPS) (Leucht et al.)
Readiness for Interprofessional Learning Scale (RIPLS) (Parsell & Bligh)
University of the West of England Interprofessional Questionnaire (UWEIPQ) (Pollard et al., Pollard & Miers)
Generic Role Perception Questionnaire (GRPQ) (Makay)
Interprofessional Socialisation and Valuing Scale (ISVS) (King et al.)
StudData Questionnaire (Almas & Barr; Almas & Ødegard) 2b
University of the West of England Interprofessional Questionnaire (UWEIPQ) (Pollard et al.; Pollard & Miers)
Interprofessional Socialisation and Valuing Scale (ISVS) (King et al.)
Interprofessional Collaborator Assessment Rubric (ICAR) (Curran et al.) 3 4a 4b

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Outcome Measures of IPE
UT Health- San Antonio IPE: PD, Trach Care
Interprofessional Education Collaborative Expert Panel (2011). Core Competencies for Interprofessional Collaborative Practice: Report of An Expert Panel. Washington D.C.: Interprofessional Education Collaborative.

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Questions ??